[Kristen McManus]

I live and work in a large urban area, so I work with racially and culturally diverse schools and families. In our community programs with families, we have families from a variety of backgrounds and musical cultures, but we have had a strong interest in offering Spanish language programming, rooted in Latin American folk songs and instrumentation. As someone who was raised in a middle-class Caucasian household, being part of and learning children’s folk music from Latin American countries has been a wonderful experience and has broadened my horizons. We incorporate multi-cultural music experiences as often as possible in our classes so our students grow up understanding that music can be that common language that holds us together.

[Kristen McManus]

For me, the most valuable takeaway is having the knowledge and awareness to talk and work with the child at their level. Refreshing the child’s developmental stages reminds me that the music activities that we create and engage in, how they are presented, and the words used to direct the child will influence their understanding and perception of the world around them.

[Kristen McManus]

Patricia, thanks for the idea to connect with a current Sprouting Melodies provider in the area. Researching that and adding it to the list!

[Kristen McManus]

I have been sharing information with families for weeks now, and they are hungry for research and literature about their growing children. And it seems they become more passionate and invested in EC music…and more likely to refer other families to the program. Along with the parents, I’ve been sharing with the teachers I work with in preschool settings, building their understanding of how music is supporting their students’ learning and growth, and for them to share with their students’ parents. We have had a conversation about the program in our most recent music therapy department meeting, and are considering how to move forward.

[Kristen McManus]

This training has given me added confidence in building and executing early childhood music classes in both community based and classroom environments. I feel like I have a stronger understanding regarding child development, musical stages, and appropriate musical choices at a variety of developmental levels, which will allow me to speak with parents, community leaders, and schools with more clarity and purpose.

[Kristen McManus]

This course has provided such valuable material that has influenced the material and decisions that I make for my groups each day. The developmental progression was laid out very clearly, and I feel that I have the tools to speak with parents about their child’s progress. I’ve especially appreciated learning about programming for newborns through six months. It’s something that I’ve always struggled with, as that time in the family’s life is so fragile and new. Sprouting Melodies training helped me feel more knowledgeable and confident with this specific population.

[Kristen McManus]

I find that there are overarching strategies that I can apply for the entire group, such as setting expectations clearly with words and actions, making transitions tight and clear, and offering specific positive reinforcement, and then, there are child/family specific strategies. I agree with what Sara shared…the better you know and understand your families and children, the better the strategies for success will work. I like to think of having a tool kit filled with strategies that I can pull out based upon the specific child…everything from flexibly altering the plan based on energy level, changing dynamics and tempo of a song, pausing to refocus in a mindful way, or even, like Meredith said in the video, giving “a look” to encourage the child to make the best choice possible in that moment. I’ve filled this tool kit not just from what I’ve learned as a music therapist, but from the parents and teachers that I work with. Each of them have had a hand in what I pull out each day. Building a trusting relationship with the parent is essential to understand how to best approach the child and redirect behavior, setting them up for success.

[Kristen McManus]

Sprouting Melodies 3: Movement, creative, intentional, supportive, playful

Gathering: Sit Down and Join My Circle to gather, and Let’s Sing Hello as a greeting, each child is greeted with a steady beat and a verbal hello and wave from all members of the class.
Bonding: Little Red Wagon: V1: bounce to beat with caregiver, V2: sway side to side, V3 hands together as hammer at midline or with caregiver. My Brand New Friend: using scarves, start with caregiver and child modeling action, and then child and caregiver move out to choose new partners.
Songs About Me: Feet and Toes: body part awareness song. Can be done by child or in a child/caregiver dyad. From Head to Toe book: extending body awareness and movement.
Instrument Songs: I Like This Song, Shake and Stop: tempo and pitch variations, as well as starting, stopping movement with instruments.
Movement: A Walk to Gather Sounds: circle song with movement and imitation of sounds paired with movement that the child will hear in the environment
Goodbye: Goodbye Song: music is over, singing, waving good bye to music and friends.

Family Sprouts: cooperative, multi-age, flexible, adaptable, sharing/helping

Hello: Come and Join the Circle for gathering, Let’s Sing Hello for greetings
Bonding Songs: Let’s Go Riding Together, bounce, varying tempo, sway/ Wiggly Jiggly Car. Caregiver or older sibling can hold baby for movement.
Songs About Me: Someone Is Hiding: Peek-a-boo game with scarves, giving opportunity for older sibling to hide for baby and lead activity.
Instrument Song: I Like the Song, We’re Marching All Around: marching with instruments, older children move independently, caregivers hold babies. Both marching and additional freeze game for the older children.
Movement Song: Clap Your Hands Together: perform beat with a variety of body movements. Movements suggested by children. Goodbye Song: Goodbye, singing and waving good bye to music class and friends.

[Kristen McManus]

Yes, agreed. Music for development has a broader connotation to me. It implies that the class as a whole (the songs chosen, format, instruments used, etc…) supports the continuing development of the child and the growing and changing bond between the child and caregiver, as well as the child and the community. Music for skill building is more specific, whether a non-musical or musical skill. It implies creating experiences that are directly linked to that skill, goals, objectives, data collection, and assessment/evaluation of the specific skill area.

[Kristen McManus]

Yes, I agree with the challenges presented, especially in attention and level of engagement, and trying to meet the needs of all of the children. Patricia, thank you for that clear expression of why it is so challenging to lead multi age groups and how to manage it effectively. Whenever I have multi-level groups I choose songs that I know can work on a variety of levels, and we can add or subtract layers from the song, depending upon ages and developmental levels. I have a tendency to gravitate towards singing and movement, and small hand held instruments (shakers, bells, etc…) that can be held by the little ones and don’t provide the overwhelming stimulation of drums, etc…

It really is up to the MT and caregivers to build awareness in the older kids surrounding the needs of the little ones. If they feel that responsibility, groups seem much smoother. And it’s a great way to build and reinforce empathy. But it really is so much about modeling from the adults.

[Kristen McManus]

Sprouting Melodies 2: Playful, exploring, bonding, communicating, moving

1. Your baby is learning by watching. He’ll join us when he’s ready. 2. It’s okay to explore the space and experience the music from a new place. 3. Have you noticed that your child is starting to anticipate what in coming next in the song/class? 4. At this age, your baby’s favorite surprises are the ones he/she knows are coming. 5. It’s so fun to see them begin to choose their own instruments and how they want to play and move with them!

Plan
Hello Song: Hey, Hey, Come and Play to gather together, and Let’s Sing Hello. Children face out to group, on caregiver’s lap (or on floor, with caregiver) and keep a steady beat on lap. Each child is greeted, and we practice waving hello to each child in the group.
Bonding Song: Shoe a Little Horse: The caregiver pats a steady beat in the bottom of the baby’s foot while baby is in their lap or close by. Vary tempo. The Lady Rides: a lap ride with varying beat movements, side to side, front to back, and a planned surprise fast bounce.
Songs About Me: Just Like Me, encouraging movement through rest and space in the song. Someone Is Hiding: a peek-a-boo song with scarves
Instrument Song: Shake Those Eggs: a shaker song playing with high and low movements, and planned surprise shake and stop
Movement Song: Ring Around the Rosie: In a group, the caregiver either holds the baby or walks with the child in a circle. First time, “all fall down” with a vocal glissando following movement to the ground. Use second portion of verse (cows in the meadow eating buttercups, ashes/ashes, we all stand up) to stand up or lift baby high.
Cool Down/Goodbye: Skinnamarink, rocking on lap. Goodbye song.

[Kristen McManus]

I’ve enjoyed reading everyone’s clear and thoughtful insights regarding the appropriate level of stimulation and overstimulation in the group environment. Patricia, I agree completely that it starts at the moment the group enters the room, being aware of the sounds, lighting, and especially temperature. I can’t tell you the number of groups I’ve led that have melted down due to the room temp (something I don’t have control over in most cases, sadly). That’s when our flexibility comes in, and the need to assess the child/group’s needs and adjust the plan in the moment. Beginning an activity simply and then adding layers on top that will increase stimulation bit by bit, and by creating a plan that will increase stimulation in a controlled and thoughtful manner, you can develop a better understanding of what the group needs on that day. I also think that creating a simple graph or chart for the energy flow of the session is so incredibly helpful. That way you can see if you are grouping too many highly stimulating songs together, or if you are punctuating the group with songs that calm and refocus.

I feel that your demeanor as the music therapist has a great deal to do with controlling the energy level and level of stimulation in the group as well. Through practicing an awareness of pacing, approach, and ways in which you move and utilize instruments, you can provide a model for caregivers and children that provides structure and keeps a grasp on the level of stimulation in the group.

[Kristen McManus]

Five Words: Bonding, Gentle, Calm, Supportive, Aware
To Parents: I’m so glad you’re here today! Your baby knows and loves your voice…they love to hear you sing. It’s natural for babies to startle to new or unexpected sounds. We’ll make adjustments until he/she is ready. It’s okay for your baby to turn away from the music. They’ll come back when they’re ready. You may be ready for a change, but your baby isn’t bored!

Plan:
Hello:
Today’s a Beautiful Day: Caregiver holds baby in lap, swaying to the beat. Caregiver touches baby on name to bring attention to name and group welcoming baby.

Bonding Songs:
Mommy Told Me-O: a gentle sway/rocking song. Multiple verses can include “Daddy”, “Grandma/Grandpa”, “Nanny”, etc…
Lap Ride: Let’s Go Riding Together: first part of verse: a gentle bounce, either holding baby on lap or in legs on 45 degree angle. second section of verse: rock side to side. Repeat bounce, rock movements.

Songs About Me:
Where Is My Face? With scarves, a gentle introduction to scarf play. If babies are ready, are not showing signs of startle or stress, introduce a peek-a-boo game, Someone Is Hiding, very calmly, to assess readiness, encouraging caregivers to gently, slowly remove scarves at first so as not to startle the youngest ones.

Instrument Songs:
In My Little Hand: Shakers in baby’s hand, modeled by caregiver and MT.

Movement Song: As Big As I Can Be: baby in lap, lifting baby high “so big”

Goodbye Song

[Kristen McManus]

Cheryl-Lee, thank you for sharing that about your daughter after the NICU. The transition home from the NICU, from an overstimulated environment to a home environment is a huge adjustment, and not one that I’d thought deeply about before this.
Like many of you, I spent time in the NICU in my internship, and learned the importance of observation. Watching and noticing the small signs of stress or the moments of connection. It made me particularly observant when I started working with infants, but the youngest children I currently work with are 6 months. At six months, some children are ready to groove, and others are in need of a quieter space. I really appreciate that Sprouting Melodies offers levels 1 and 2 to respect that need. I notice that I have to be very careful with my positioning in the room, and to move more slowly so as not to startle the littlest ones. Everything is a little bit slower, more gentle, more repetitive.

[Kristen McManus]

I’ve found that when educators and parents learn that I am a music therapist and not a music teacher or “early childhood music specialist”, the level of conversation changes. It isn’t just about music, it becomes about behavior, development, bonding, even “is this normal?” Lol! Which I love! I just brought up this training with a parent who said he noticed his two-year old son is singing to himself, creating short melodies and songs about his toys. It was so affirming for the dad to know that this is a normal developmental stage for his child, and I was so glad to have that information to share with him. Dad now comes in with little snippets of his son’s week and the growth he is observing. I love that he feels comfortable sharing this and understands that music is woven into a child’s natural development.

[Author]

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